Graphic novel Spread - National Council of Teachers of English

More documents

Recommendations

Info

Introduction—Carving a Niche 21 graphic novels; we have no clear idea of why teachers might be hesitant to use them. More success stories are needed, particularly via practitioner-based essays detailing use of graphic novels in actual classrooms. Furthermore, personal experience indicates that advocates of literacy and advocates of graphic novels need to come together to further the success of the format and the success of students employing it in their learning. In the meantime, in order to promote most effectively the impressive possibilities of the graphic novel for the English language arts classroom, teachers and scholars must get out the message concerning what research does exist on graphic novels and literacy. Bit by bit, we can expand the Golden Age of the graphic novel in the domain of education. By reading the essays that follow and considering their use in your own classrooms, you are joining the contributors in entering that Golden Age. Enjoy! Further Recommended Reading Brenner, R. (2006, March/April). Graphic novel 101 FAQ. The Horn Book Magazine, 123–125. Brown, B. (2001). Pairing William Faulkner’s Light in August and Art Spiegelman’s Maus. Making American Literatures in High School and College: Classroom Practices in Teaching English, 31, 148–55. Urbana, IL: NCTE. Retrieved (in PDF) October 13, 2003, from EBSCO, 1–7. Esquivel, I. (2006). Graphic novels: A medium with a message. The Journal of Media Literacy, 53(2), 33–39. Freire, P. (2000). Education for critical consciousness. In A. M. A. Freire and D. Macedo (Eds.), The Paulo Freire Reader (p. 86).New York: Continuum. Loewenstein, A. F. (1998). Confronting stereotypes: Maus in Crown Heights. College English, 60, 396–420. Middaugh, D. (2006). Reading manga, or how I learned to stop worrying and just love reading. Random House Inc. 1(1), 70–75. Rudiger, H. M. (2006, March/April). Reading lessons: Graphic novel 101. The Horn Book Magazine, 126–134. Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal, 95(6), 58–64. Ujiie, J., & Krashen, S. D. (1996). Comic book reading, reading enjoyment, and pleasure reading among middle class and chapter 1 middle school students. Reading Improvement, 33(1), 51–54. Ulaby, N. (2005, February 14). Holy evolution, Darwin! Comics take on science. National Public Radio’s Morning Edition. Retrieved February 22, 2005, from http://www.npr.org/templates/story/story.phpstoryID=4495248
22 James Bucky Carter References Albers, P. (2006). Imagining the possibilities in multimodal curriculum design. English Education, 38, 75–101. Bitz, M. (2004). The comic book project: Forging alternative pathways to literacy. Journal of Adolescent & Adult Literacy, 47, 574–86. Bruggeman, L. (1997, January). “Zap! Whoosh! Kerplow!” Building highquality graphic novel collections with impact. School Library Journal, 43(1), 22–27. Bucher, K. T., & Manning, M. L. (2004). Bringing graphic novels into a school’s curriculum. Clearing House, 78, 67–72. Buckingham, D. (Ed.). (1998). Teaching popular culture: Beyond radical pedagogy. London: UCL Press. Cadiero-Kaplan, K. (2002). Literacy ideologies: Critically engaging the language arts curriculum. Language Arts, 79, 372–81. Callahan, B. (Ed.). (2004). The new Smithsonian book of comic-book stories. Washington, DC: Smithsonian Books. Carter, J. B. (2004). Textus/praxis. http://nmc.itc.virginia.edu/E-folio/1/ EDIS542/2004Fall-1/cs/UserItems/jbc9f_555.html Cary, S. (2004). Going graphic: Comics at work in the multilingual classroom. Portsmouth, NH: Heinemann. CBS. (2005). Newest teaching tool: Comic books. Retrieved March 25, 2005, from http://www.cbsnews.com Cohn, N. Emaki productions. Retrieved October 13, 2003, from http:// www.emaki.com Deasy, R. (Ed.). (2002). Critical links: Learning in the arts and student academic and social development. Washington, DC: Arts Education Partnership. Deasy, R. (Ed.). (2004). The arts and education: New opportunities for research. Washington, DC: Arts Education Partnership. DeCandido, K. R. A. (1990, March 15). Picture this: Graphic novels in libraries. Library Journal, 115(5), 50–55. Dewey, J. (1916). Democracy and education:.An introduction to the philosophy of education (pp. 8–9). New York: Macmillan. Dorrell, L., & Carrol, E. (1981). Spider-man at the library. School Library Journal, 27(10), 17–19. Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press. Eisner, E. W. (1998). What do the arts teach RSA Journal No. 5485 2(4). London: RSA. Farrell, E. (1966). Listen, my children, and you shall read . . . English Journal, 55(1), 39–45.
Page 1 and 2: Building Literacy Connections with
Page 3 and 4: viii Foreword Contents 10. Ultimate
Page 5 and 6: 2 James Bucky Carter of librarians
Page 7 and 8: 4 James Bucky Carter Champions of C
Page 9 and 10: 6 James Bucky Carter around them”
Page 11 and 12: 8 James Bucky Carter cultural liter
Page 13 and 14: 10 James Bucky Carter assisting hig
Page 15 and 16: 12 James Bucky Carter visual action
Page 17 and 18: 14 James Bucky Carter editor’s pr
Page 19 and 20: 16 James Bucky Carter Figure 1.2. A
Page 21 and 22: 18 James Bucky Carter I ran into tr
Page 23: 20 James Bucky Carter tial of graph
Page 27 and 28: 24 James Bucky Carter Liu, J. (2004
Page 29: As teachers, we’re always looking

Graphic novel Spread - National Council of Teachers of English

Create successful ePaper yourself

Delete template?

Save as template?